Early Finishers Math Enrichment Activities for Fast Finishers Print and Digital!

Grade Levels
3rd - 5th, Homeschool
Resource Type
Formats Included
  • Zip
  • Google Apps™
  • Internet Activities
77 print pages + a Google Slide Digital Version for each pack!!
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Includes Google Apps™
This bundle contains one or more resources with Google apps (e.g. docs, slides, etc.).


Tired of searching for fast finishers activities? This early finishers bundle of over 130 enrichment activities is the answer to I'm done, now what?!

We call these early finishers or fast finishers activities. But really these challenges can be used with ALL of your students and are wonderful for distance learning. THIS RESOURCE COMES IN PRINTABLE AND DIGITAL VERSIONS.

These math enrichment challenges are also great for Flipgrid prompts and morning work!

I created completely separate digital resources in color with movable pieces and interactive text boxes to amplify the fun factor. Then, I added a digital version to the print version at no extra cost to you! These math challenges are highly engaging and motivating!

ALL PACKS are now completely digital with interactive parts, not just overlays. Tons of fun for remote learning! You can have ALL of your students working on the same activities even if some students need paper and pencil while others need interactive digital work at centers. So very helpful!!

Over 130 activities perfectly aligned to the Common Core Mathematical Practices and Texas TEKS Process Standards! Each challenge was carefully crafted with problem solving in mind.

Modalities vary so students stay highly engaged. With this resource, students will have rigorous work to do once they have completed assignments! You can make the print version into a booklet. Give it to your students or add it to your early finishers bin and tell them when they complete their assignment they can work on it. Assign the digital version through Google Classroom. Easy!

✹ The term "Smarty Pants" is not used in any student material.


This pack could be used in a variety of ways - class-wide, individual, homework, assessment, guided math groups, or intervention. You may choose to utilize this resource as a packet or use each page on its own. If you print the resources or assign them through Google Classroom, they will serve as meaningful work for students to complete when they are finished and are waiting for the rest of the class.


You will no longer spend hours looking for something to keep your early finishers engaged and learning, and you won't hear, "I'm finished, what do I do now?" anymore!

For a quick video peek inside, click the link below.

▶️ Early Finishers Video Description

Use these tasks for early finishers, gifted students, morning work, math warm-ups, math centers, or collaborative work.


These math tasks will have your third, fourth, and fifth graders thinking, reasoning, using math vocabulary, order of operations, mental math, and number sense!

They may also work well for some 6th graders. Please see the preview!

Prevent off-task behavior by keeping those eager minds engaged, motivated, and challenged with these tasks that promote mathematical thinking and reasoning. Each task is also a springboard for great mathematical classroom conversations!

Parents love seeing these come home for homework, too!


1. Intervention- For students who need that extra boost, this is a great opportunity to teach and practice problem solving and many other math skills. It is a wonderful way to build mathematical confidence in students, too!

2. Early Finishers – You could use this product as a packet for students to work on independently until everyone is done. Math for Smarty Pants contains meaningful, rigorous, engaging activities that assure students are working on important skills instead of busywork.

3. Homework or Independent Work During Math Centers – Students should be able to do complete these challenges independently with little or no instruction using problem solving skills and mental math.

5. Guided Math – Especially if you have limited time, these activities are perfect for guided math groups. You can focus on a problem solving strategy, such as guess and check, use logical reasoning, work backward, and look for patterns.

▶️ For more about how we use these early finisher tasks in our classroom, click here.

❤️ Why you’ll L-O-V-E this:

"Awesome for centers and extra time fillers. Really made my higher kiddos think." –Megan

"I have these in my early finishers bins and they have been a big hit! My kids think they are fun and I love that they challenge them to think outside the box!" –Alexis

"Great resource for the "What do I do now?" moments. –TpT Buyer

"A wonderful daily challenge to begin our summer Math session - exactly what I was looking for." –Penny

"These have been great to have on hand for my early finishers!" –Ramblings from Rachel

"This has been an awesome supplement for my students! Challenging, yet attainable." -Coal City Intermediate School F.

✋ Want to know more about what's included? Click on the links below to view the individual previews for each resource!

Early Finishers Pack #1 || Distance Learning || Printables & Google Slides: Answer Key Included

Early Finishers Pack #2 || Distance Learning || Printables & Google Slides: Answer Key Included

Early Finishers and Gifted: Math Challenges #3:

Answer Key Included

Place Value Number Sense Task Cards:

These Tasks are Open-Ended. An answer key is not provided since there are many possible answers for each challenge.

⭐Looking for more fun math activities to keep your students engaged and challenged? Check out these popular resources!

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◼️ Done! Now What? Fast Finishers Challenges Bundled!


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Have fun Mathing!


Total Pages
77 print pages + a Google Slide Digital Version for each pack!!
Answer Key
Teaching Duration
Lifelong tool
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to see state-specific standards (only available in the US).
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.


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